Straight Down the Middle – ISG Staff

Straight Down the Middle
December, 2016

Dear ISG Staff:

“To keep a lamp burning, we have to keep putting oil in it.” (Mother Teresa)

As the sun sets on the penultimate day before the winter holiday, you, like me, have likely have reached a happy state of exhaustion, a brilliant term to describe those who work in the noble profession of schooling. We heed Mother Teresa’s advice, using holidays to replenish our energies, restore our perspectives, reconnect with family and friends, find a new book to read, and generally unwind from the stressors of life. But my thinking is shifting on this matter. Why do we wait for the breaks (nights, weekends, holidays) to take care of ourselves? Should we not carve our time during the school day to replenish our reserves? Would this not best serve children and our colleagues?

Schools are filled with exceptionally good people, who are also notorious for taking care of others first, and themselves last. As a New Years resolution, consider adding one or two strategies to your daily school routine, trying them when you have a few minutes, especially when you feel overwhelmed or exhausted (which is counterintuitive, but it works!). Here are some ideas:

  • A walk in the sunshine
  • Closing your eyes and taking 10 deep breaths, and then just listening to your immediate environment
  • Connecting with one person you haven’t spoken to in a while
  • Eating your lunch with the students
  • Eating your lunch exceptionally slowly, to truly taste the food, and not doing any multitasking while eating
  • Practicing something that is a hobby
  • Writing three hand-written notes of gratitude

Research shows that incorporating self-care strategies like these into one’s daily routine not only produces an antidote to stress (facilitating relaxation), but it can re-wire your brain, making you more resilient to the daily (and inevitable) stressors of life.

And sometimes, just being still and quiet can be the best therapy. Chuang Tzu’s Flight from the Shadow illustrates this point.

There was a man who was so disturbed by the sight of his own shadow and so displeased with his own footsteps that he determined to get rid of both.
So he got up and ran. But every time he put his foot down there was another step, while his shadow kept up with him without the slightest difficulty.
He ran faster and faster, without stopping, until he finally dropped dead.
He failed to realize that if he merely stepped into the shade, his shadow would vanish, and if he sat down and stayed still (and quiet), there would be no more footsteps.

This time of year marks a good time to take stock of ISG. I’m happy to say that the organization is in a good place. We have enjoyed a very productive first four months of learning, as evidenced by the knowledge our students are exhibiting through their actions, behaviors, and created artifacts. It has been a half-year of adult collaboration, the best (from my seat) I’ve seen in four years. We are building that professional culture of growth that we know excellent schools possess. We continue to make gains in the infrastructure that supports this learning and collaboration. Bright days are ahead for ISG.

From our family to yours, we wish you a restful break!  May the New Year be filled with love and compassion. See you in January.

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Straight Down the Middle (Staff) – August 2016

Straight Down the Middle
August, 2016
Welcome to the new school year edition!

On behalf of the entire District Office team, and the ISG Board of Trustees, I’m pleased to welcome you back (or to) ISG. Today marks the first day for staff at ISG’s seven schools (and five campuses). Though certainly hectic in our preparations for Monday’s go-time with children, I love the energy that this week brings.

We have been welcoming in several new teachers over the last few nights, trying to make their transition as smooth as possible. (Thank you for your help in this matter.) I’m curious how many watched A Hologram for the King on the plane, and whether that was a good thing for their induction.

The Richards family had a relaxing and typical ex-pat summer, spending time with family and friends, predominantly in New England. I was able to do a week’s professional development at the Insight Meditation Society in Barre, MA, and to read several books on my list: Moving the Mountain: Beyond Ground Zero to a New Vision of Islam in America (Imam Feisal Abdul Rauf), How to Set a Fire and Why (Jesse Ball), and about 20% of the Sherlock Holmes Ultimate Collection. I’m almost through with The Orphan Master’s Son (Adam Johnson), a fiction about North Korea. I’m happy to talk about any or all of these books with you if we can find a moment, and I’d love to hear what you read.

ISG is ready for you to join us on Thursday at the annual Convocation (08:30 in the Dhahran Auditorium). After a few words from Tara Waudby and me, we’ll follow the usual script of professional development workshops. See Tara’s email from Monday to get specifics for what’s on offer.

You have got a lot on your plates, so I’ll keep this message short. I’ll give you some updates when I see you on Thursday.

Paul Richards
ISG Superintendent

(Don’t forget to join the ISG Safety and Security Google + Community)

Straight Down the Middle – June, 2016

School’s Out for Summer edition

Ramadan Kareem! Eid Mubarak (soon)!

Though we start a gradual descent toward summer break some time in May, the last week of school always feels like a hasty landing of the plane. C’est la vie for the school teacher! It has been a real pleasure over the past few weeks to attend many of the performances, concerts, graduations, promotion ceremonies, and other events at the ISG campuses. For those I’ve missed, we’ve got ISG’s social media channels.

I want to wish you all a refreshing and stimulating summer holiday, whether you’ll stay in KSA, go home, or take a special trip. For the Richards family, it is time to visit family (Boston & Colorado), take a course, go to camp, fight off mosquitos, and generally relax.

The close of school provides a time for recognition and celebration. It can be difficult when wrapped up in the day-to-day grind of the school year to step back and appreciate the myriad of good work going on each day. Let’s start with something simple: the tens of thousands of staff-student interactions each day. Yes, we pass along knowledge, and help develop skills, but most of all, we mentor, inspire, and set a positive example for our impressionable youth. This partnership allows for growth, and I see it every day in my travels, and it inspires me to be the best I can be.

There is a transactional element to ISG, particularly with the dozens of support staff across the district. Approvals get moved about (along with too much paper, I must say), support is offered, translations are made, advice is given. Thank you to all of those local staff who are lower on the pay scale, but are integral to keeping the whole ISG train moving. Without you, the education would be impossible.

Taking a more macro perspective, we have moved the 21st Century learning needle considerably in terms of technology integration, innovation, new learning spaces, and the still-essential, literacy. We have tried to keep the improvement focus simple and consistent with the binary wings of tech and literacy. We have added a budding coaching system to support teachers in the classroom. We have improved the number of opportunities for athletics and sports within the ISG community. I could go on an on.

From my office, the view forward includes several whales (an ironic term given where we are in the world). We are making good progress on the search for a future Dhahran campus, speaking with several big developers for a state-of-the-art campus. We anticipate reaching an agreement before the winter break.

Attention is being given to support the Jubail community as it builds new middle/high school, as well as Dammam, who opened its new school this year. Yanbu is investing heavily in its current infrastructure. Financial health and Board governance continue to receive ample attention so we can remain on solid footing with these two important drivers.

The search for my replacement continues in earnest, assisted by International School Services. A small committee of the Board is currently vetting candidates to create a short-list for August interviews. Stay tuned for further information when we return to school.

I would like to thank both David Whitaker (and Olga) and Anne Armstrong for providing over a decade of service to the Business Office and Little Learners, respectively. The District Office welcomes in Dirk de Jager (and wife Jeanette) as Director of Finance, and Sylvia Hayles to lead Little Learners. In addition, James Pritlove will be our new Director of Security and Safety. We also welcome in the four-plus dozen sponsored teachers and many more local teachers, TAs, and support staff to ISG. We are a large organization, with many moving parts, but ISG is people-focused and care-based, and we’re eager to welcome, get to know, and learn from our new arrivals.

Believe it or not, we have already planned our annual staff Convocation for Thursday, August 18 at 08:30 in the Dhahran Auditorium. The theme will be collaboration. In that spirit, I encourage you to check out the district’s site for learning—ISG Learns—which Tara Waudby caretakes.

Please see this link to the 2017-18 school calendar. With the location of the two Eids, the school year became a bit squeezed. An August start was simply not feasible.

I’d like to end with a link to ISG’s newly adopted Standards for Customer Service. The District Office strives toward the very highest level of support for the schools and its communities. These standards will help set the tone and expectations for our interactions (such as a “starting with yes” mantra).

Most of you have never been able to visit Yanbu International School, a special community on the Red Sea, north of Jeddah. This “lip dub”, put together by the senior class, is a nice tour of the school (sorry, you’ll need Facebook for this). Enjoy!






Straight Down the Middle – Unplugged 2016 edition


27 February 2016
Mumbai, Maharashtra, India

Dear ISG staff:

For the past few days, several staff have represented ISG at the biannual ASB Unplugged Conference, hosted by the American School of Bombay. I believe this is the most important gathering on the international school world’s calendar; I was pleased with the impact of ISG’s participation in 2014, and I feel the impact will be even greater from this experience.

Why does this conference work? First, it’s the setting. The first day of the conference happens at the school, while it is in session. In fact, the day before the workshops start, a full day is devoted entirely to classroom visits. If one can’t get inspired seeing the joy students exude when engaged in their learning, and how a caring and competent teacher facilitates this, then one should not be in this profession.

Second, there is an esprit de corps that permeates the conference. It is in the ether. ASB Unplugged serves as a network that builds the social capital among all of us that choose to engage in self-improvement for the welfare of the students in our charge. Researcher Michael Fullan argues that by building social capital—which concerns the quality and quantity of interactions and relationships among people—we are able to tap into the expertise of others. A school can achieve an impact bigger than the sum of its individual parts.

Finally, the content of the conference is engaging, both in substance and relevancy, but also in challenging our oft-restricting assumptions toward teaching and learning. The following quotes were shared today over the ISG team’s WhatsApp group:

  • “If students are doing work for the world, they want it to be good. If students are doing work for you, they want it to be good enough.” (McLeod)
  • “All assessment interrupts the learning process.” (Stager)
  • “If a teacher explains the same concept to a child 100 times, it is not the child who is a slow learner.” (source not attributable)
  • “Data is the narcotic that lazy school administrators use in lieu of sitting next to students.” (source not attributable)

To simplify and clarify my own takeaways from Unplugged, I offer the following synthesis. We, meaning all of us dedicated to K-12 education worldwide, are still in the infancy of understanding and coming to grips with technology’s role in student learning (and student learning is what our daily work is all about!). Technology is both a skill to be developed, and also a tool to facilitate our desired outcomes. These skills and tools are inherently interdisciplinary—so it applies not necessarily in every instance, but it can apply everywhere. Technology integration is neither all good nor all bad. We know it can boost learning and growth (by fostering collaboration, or effecting communication, or creating something useful and elegant, for example). We also know the concerns about distractibility, about the erosion of authentic relationships, and about privacy are valid and need more study. The key is to continue our critical examination of what works in the learning process, piloting and prototyping new ideas (and sharing them broadly), giving voice to students by allowing them to influence and own their learning through choice, measuring the value-added to what we are doing, and being mindful of the Hippocratic Oath: first, do no harm.

I am proud of the good work ISG teachers do everyday in this realm, as I am of the support administrators and other staff provide to the classrooms. I appreciate the open mindset and grit employed when tackling the vexations that present themselves. It may feel a far distance to go before technology clicks in our day-to-day practice, but we are trying, and we are making progress. Success is rarely linear, is it? (Citation: American School of Bombay)


Unplugged has allowed the ISG participants to nurture our inherent curiosity, affirm the moral responsibility to do right by children, and return to Saudi Arabia to tap into and grow the organization’s social capital—all for the benefit of those we serve, our cherished students.

We’ll see you soon.

Dr. Paul


Skin Color – Much Ado About Nothing

Those who believe themselves to be White. Full stop. What did I just read?

In the three decades or so that I’ve been conscious about race and skin color, there have been a handful of seminal artists and writers that have shook my world to the core, thus changing my mindset, and even the course of my actions. Sequentially:

Public Enemy
The Autobiography of Malcolm X
Between the World and Me.

It was the latest of these influences, Ta-Nehesi Coates’ new auto biopic, where the believe themselves to be White passage presented itself—he uses the phrase whenever referring to Whites.

Identity formation begins with self-labeling, including how we classify ourselves according to skin color. But our identity is also shaped by how those around us—family, friends, colleagues—view us. Furthermore, society labels us, and skin color is a too-easy place to start. America has a special propensity to race its inhabitants, whether they want it or not. In fact, America is obsessed with skin color.

I know that larger society as well as my inner circle of contacts identify me as White. Coates’ challenge of Whiteness burst my own self-identifying bubble of Whiteness. I have been taking this label for granted, and realizing yet another invisible privilege can be sobering indeed.

I see this in my fair-skinned, red-haired daughter, who is distinctly Asian in appearance due to her one-quarter Filipina heritage. She often refers to herself as White. Our son, who has a darker skin tone and dark brown hair, talks much less about skin color. In fact, he has never called himself White (or Asian, for that matter). I’m wondering if this is noteworthy.

A white-skinned colleague of mine, who has a black father and calls himself “incognegro”, once told me that he only seems to talk about skin color in mixed race settings, meaning that in a group entirely of people of color, skin color, and especially Whiteness, rarely enters the conversation. So not only is America obsessed with skin color and race, it is distinct to White Americans.

Can humans be separated into distinct biological subspecies, based on hues and hair differences, limb and nose shapes? This question is the elephant-in-the-room that has swirled around the race science debate for centuries. While it is no longer politically correct to ask this out loud, the question nevertheless remains.

Our breakthroughs with understanding DNA and human variation shed irrefutable light on this debate. There is no biological justification that separates humans into subspecies. Period. It is impossible to ignore the science, but still too counterintuitive to learned attitudes and stereotyping for most people to accept.

To start unpacking the biology of race, let us start with the fact that for 95% of the time homo sapiens have walked the Earth (approx. 3m years), that roaming has been in Africa. Migration beyond Africa is a very recent chapter in our story. This time in Africa allowed for vast genetic variations to develop among humans. Anyone who has been to north, central, and southern Africa can attest to these differences.

When humans began to migrate out of Africa, they encountered very different environmental conditions: harsh winds, cold temperatures, etc. Evolution took over and we adapted, for survival. Yet the differences that developed—lighter skin, different eye shapes—represent a tiny fraction of the genetic code. Just as these visible differences are on our surface, so too are the genetics that cause these variations. Biologically, our differences are superficial.

Skin Color Map 1.jpg

Let us look specifically at skin color. The figure above shows skin pattern variations based on biogeographical ancestry. The patterns are easy to pick up. So what explains these differences, and how you can connect skin color variation across continents?

The sun. Solis. Sol. Al-Shams. Why might one need darker skin where sunlight is more direct? No, not to protect from skin cancer (this is the number one reason students give to this question, when I’ve asked it); only recently have humans survived past early adulthood. It has to do with that most significant of biological functions: reproduction. Sunlight provides vitamin D and other nutrients. However, ultraviolet rays break down folic acids, key to a developing fetus. Dark skin: problem solved.

When humans migrated away from the equator, toward less direct sunlight, we needed to let more sunlight in. This took care of our need for vitamin D. (Today, those with dark skin tones struggle with vitamin deficiencies when living in cold climates.) Keep in mind that all humans have enough melanin in us to make our skin and hair very, very dark. An enzyme, tyrosinase, regulates melanin, allowing skin to lighten or darken.

So, if our biological differences are superficial, then what explains our terrible history and ongoing tensions around race? It goes far beyond cultural differences. America’s founding fathers had a dilemma to solve shortly after the Revolution. The fledgling country needed to build itself around its economy. It needed cheap and controllable labor, in the millions. It already had that in place from nearly two centuries of slave trade. The dilemma came from the contradiction of the “All men are created equal” clause so central to its Declaration of Independence. Offering a social construct that Blacks were biologically inferior to Whites, and likely a different subspecies altogether, was too convenient to discard. This concept was already strongly embedded in the American psyche, slave-holder or not, and needed little justification.

The short of it is that America’s wealth was built on the exploitation and murder of millions with darker hues and different hair (Coates). (The One Drop Rule made it even easier for those with fair skin and blue eyes to be enslaved.) Think of this history when celebrating our country’s wealth and international standing, and in judging the scary trend of income inequality. On July 4th, read Frederick Douglas’ The Meaning of July 4th to the Negro.

Having already accepted the biology of skin color as intuitive (an adaptation to the environment), Coates has allowed me to now push further against my identification as White. I am simply human, with a small space to fill.

Coates, Ta-Nehisi. Between the World and Me. N.p.: n.p., n.d. Print.
Kirchweger. “The Biology of Skin Color.” Discover n.d.: n. pag. Web.
Willis. “The Skin We’re in.” Discover n.d.: n. pag. Print.

Straight Down the Middle – Early Winter Edition


Dear ISG Staff:

As we brace ourselves to hold on for the December weeks leading up to winter break, it is worth pausing to reflect on what ISG considered a very special month of November. It began with a triumph for ISG, the two days devoted to our district goals of technology integration and literacy.

The GAFE Summit gave 200+ ISGers and another 100+ from around the Kingdom useful strategies (and mindsets) for technology integration. If you did not attend the event, see these photos, this resource-laden page from lead presenter James Sanders, and James’ keynotes (day 1) (day 2). ISG officially put itself on the international map for technology in schools. Thank you to Alexander van Iperen, Director of Digital Learning, his great team of technicians, and to Chris L’esteve who first envisioned this event.

Another PD event at ISG was just as important, but not as highly publicized: the Literacy Summit, hosted and coordinated by Tara Waudby, Assistant Superintendent for Learning. Again, 200+ ISGers participated. In the past, ISG would have brought in a pricy talking head from the field of education. This time around, however, we relied on the expertise that exists within ISG, to produce tangible outcomes such as learning the basic design of Workshop, using assessment data to influence lesson planning, and classroom tips and tricks to support the literacy initiative. Check out the two-day program here.

Now in my third year at the helm of ISG, I have never been so pleased and proud of the organization as I was during these few days in November.

November (and now December) sees the normal goings-on of an international school district such as ISG: contract renewals and recruitment, budget planning (and the excitement of new items and positions), and more mundane (but important!) initiatives such as safety and security planning. Each of our campuses will continue to receive significant investment in its infrastructure.

I want to leave you with five things to think about:

  1. Literacy (reading, writing, information, computational, etc.) is the single most important competency for the past, the present, and the future needs of our students. This should be at the core of every lesson plan and every effort we make on behalf of students.
  2. Once we admit a student, we must fight tooth and nail to ensure that the student will thrive (achieve and grow). That means multiple interventions (even before eval testing) before ever asking the question: “Does this student belong at our school?”
  3. Now that ISG is connected to the world through technology, work diligently to deemphasize the devices (see this article from ISTE about how technology is largely just an interchangeable tool).
  4. Connect with your peers and other members of the school community. The antidote to feeling overwhelmed is through connection (it’s counterintuitive).
  5. If you feel you are swimming in a sea of negativity or frustration, take refuge in the growth and happiness of our students. Take 15 minutes and visit a classroom that is not your own. Watch the early years students come back from lunch, or at recess. Instant therapy.
  6. Bonus proverb: If you are angry at someone, buy them a gift.

Take care, and have a good break. You deserve it!
Dr. Paul Richards
ISG Superintendent


Owning White Privilege

Last week, while waiting in front of the Hyatt for his transport to the U.S. Open to fulfill corporate commitments, retired American tennis star James Blake was tackled to the ground and handcuffed by an undercover NYC police officer. The police chief (somewhat) quickly issued an apology to Mr. Blake, and called the incident a case of mistaken identity.

The incident surfaced many issues, but rarely mentioned in the press was the issue of white privilege. I don’t know about you, but never have my white friends, nor I, ever been tackled to the ground while being mistaken for a white criminal. The Blake incident brought to mind the Dee Brown incident near the suburb where I once worked. I can only imagine the countless cases of such acts that go unreported across the country each year because the recipients are not famous. To his credit, Mr. Blake, a former Harvard student, handled the incident with class.

Professor Peggy McIntosh, Associate Director of the Wellesley Centers for Women at Wellesley College, contends that white males are rarely aware of the advantages they cash in each day. It’s not that others are disadvantaged, according to McIntosh, but that white males are overprivileged. These benefits remain invisible to those who enjoy them. Many white males refute this concept, not accepting the invisible system conferring dominance onto their group. They cite meritocracy–that the best and hardest working rise to the top–for their status. Pure meritocracy is a myth, even in the land of the American dream.

Here are a few (of countless) unearned privileges to contemplate, taken from McIntosh’s “White Privilege: Unpacking the Invisible Knapsack”:

  1. I do not have to educate my children to be aware of systemic racism for their own daily physical protection.

  2. I can swear, or dress in second hand clothes, or not answer letters, without having people attribute these choices to the bad morals, the poverty or the illiteracy of my race.

  3. I am never asked to speak for all the people of my racial group.

  4. I can be pretty sure that my neighbors in such a location will be neutral or pleasant to me.

  5. I can worry about racism without being seen as self-interested or self-seeking.

  6. I can be sure that if I need legal or medical help, my race will not work against me.

  7. I can chose blemish cover or bandages in “flesh” color and have them more or less match my skin.

  8. I will feel welcomed and “normal” in the usual walks of public life, institutional and social.

I don’t mean any disrespect to those embroiled in the well-publicized race issues in the U.S. this past year, but I feel that privilege is perhaps more germane to our society these days. While we are clearly not yet post-racial, the wealth gap continues to grow wider. The haves have more, and the have nots go deeper into the financial abyss.  Despite the disastrous long-term and intergenerational effects that failing to accumulate wealth has on the individual, the effects on society can be widespread and profound. The greater the wealth gap grows, the more likely the haves will live in gated communities, withdraw support for public services, and send their children to private schools. We go back to a segregated, separate but not equal society (and still, mostly white). Full circle for the Land of the Free.

What can we do to address white privilege? Quite a bit, actually. Start by looking in the mirror. Am I cashing in privileges at the expense of others, such as networking my way to get what I want? If so, allow others to gain access to your network. Get over the guilt you may have for these privileges. It’s self-serving and lacks utility. Don’t make invisible those who lack power or strength, due to their stigmatized position in society. Accept white as a racial identity (race as social, not biological), and stop acting colorblind. Face and acknowledge Robert Jenson’s The Fears of White People

Finally, consider doing this white privilege activity, developed by Professor McIntosh. The exercise never fails to produce the predicted results, and astound and confound its participants. They will come to see the glass ceilings that hold back a true meritocracy. Educate. Enlighten. Grow.

Straight Down the Middle – Parent Edition – September, 2015

Dear Parents:

Though ISG is not a school, per se, each of the seven schools is part of a larger ISG community. In that spirit, I would like to pass along some items that are germane to the schools.

The start of the year was smooth across the five campuses, with Dammam opening a week late, but in a new school! Tragedy struck the Aramco and ISG communities a week later with the Radium fire. DHS lost one of its new tenth graders. Tragic.

Improvements for the new school year
ISG has embarked on an ambitious improvement agenda, which we call the 21st Century Initiative. Specifically, we aim to create technology rich classrooms, achieve alignment on literacy instruction (in particular, reading and writing), and promote a culture of collaboration. Increased attention has been given to homework, digital citizenship, and digital literacy.

Building on last year’s efforts, we have again doubled bandwidth in each school (to where connectivity is strong), and have been able to make devices readily available to students across the grades. Focus is now on ensuring the technology enhances learning, and does not distract.

Each school has achieved consistency and alignment in the reading and writing programs (there is a value to having the whole team using a similar program). You should be seeing this at home through your children’s work samples.

Leasehold improvements
ISG wants its learning spaces to match its modern and relevant curriculum, and have invested heavily to meet this goal. With either new or renovated classrooms, play equipment, community spaces, and even restrooms, we are providing the spaces students and staff deserve. See this link for some pictures. Much more is planned for the future!

Site School Councils
In an effort to promote site-based voice in improvement initiatives, ISG will establish a School Council at each school. The advisory group to the Principal/Headteacher will consist of up to seven elected parents, three (older) students, and three teachers. Meetings will take place quarterly, based on a pre-determined agenda. In October, you will hear from your respective school principal on how this group will launch, and how parents will be elected.

Child Safety & Security Update
Safety, both in the school setting, and on our campuses, remains paramount in importance. Staff are trained annually in child safeguarding, and additional supports have been put in place this year, including strengthening the school-based Student Support Teams (SST).

Last year, the district worked with a security firm (RMI) to do an audit. This year, the same consultant is guiding the implementation stage of the improvements. Additional infrastructure, personnel, and procedures/practices have been put in place. The standard for this is very high.

Climate Survey
Each year, the district facilitates a parent survey to gauge school climate, attitudes, and general satisfaction with the program. Summative data (but no specific comments) is shared with only the Principal, and it serves as discussion and potential action items for the administration. Looking at the seven schools as a whole, last winter’s data provided the following generalizations:

  • Strong satisfaction around programs and supports, with the exception of parents wanting more robust extra- and co-curricular programs
  • Some concerns about teacher quality
  • Positive ratings for leadership, communication, and representation of ISG’s core values
  • Poor ratings on the statement, “ISG provides value for the tuition”

While the schools focus on addressing these items, I have been pondering the “value for tuition” question. We’ll take this up a the Board level for a generative conversation. Stay tuned for the 2016 version of the survey this winter.

Enrollment Contract
Thank you for returning the enrollment contract, which simplifies the enrollment process and needs of the schools.

Have a restful break, which starts this Tuesday. Eid Mubarek!

Dr. Paul Richards, ISG Superintendent

Let’s Move Beyond the Five “F’s” of Culture

“Culture is our greatest legacy.” (Wade Davis, National Geographic Explorer in Residence)

Walk through the halls of most any school these days and you’ll likely run into some colorful, well-constructed poster boards displaying a “culture project”. One that comes to mind was in a well-regarded high school, in which a diligent student represented Latina culture through Shakira, Latin American cuisine (tortillas, tamales, and tacos), and a display of national flags. Yes. Shakira has taught us that hips don’t lie, and who doesn’t like a good fajita with black beans and rice? But what did this display tell me about Latin American culture? Absolutely nothing.

Today in schools, as it has always seemed to be, we celebrate culture through the Five F’s: food, fashion, famous people, festivals, and flags. This is perhaps because it’s so easy to put such a display together. More likely, however, we just don’t study in school, and thus understand and appreciate, the deeper aspects of culture. In fact, it is these deeper aspects of culture–such as the influence of religion, social norms, the role of elders, etc.–that most drive our day-to-day behaviors and decisions.

The most apt metaphor to describe deep culture is the cultural iceberg. Gary Weaver (1986) introduced this model, which identifies the visible aspects of culture–the Five F’s!–at the tip of the iceberg, or the “surface culture”. As we know about icebergs, the surface is only 10% of the total picture, and not the essence of the mass.

Moving near or below the surface, which represents our basic awareness level, gets us to the “folk culture”, aspects such as the role of education, work, and family values. Going even deeper gets us to the rich cultural characteristics of language, gender and age roles, and family dynamics. See this link for a crude (mea culpa) graphic of this iceberg. Here are two more refined versions: this and this.

Shakira, burritos, and the national flag of Venezuela told me nothing of Latin American culture. What I really want to know is the following: 1. What sparked the massive student protest in Chile in 2006? 2. What did it take for Argentina to legalize gay marriage in 2010? 3. What value do the several dozen uncontacted indigenous tribes of Brazil provide to humanity? 4. Why did Macdonalds go bankrup in Bolivia? and 5. Why is Colombia rated as the “happiest country in the world” (2014)?

Teachers. Go beyond the easy and the superficial that we know as the Five F’s (the “five effs” to those who care deeply about cultural competence). For your next culture project, start with the iceberg, and deduct points for any student operating above the surface of the water.


Weaver. Gary R.(1986). Understanding and coping with cross-cultural adjustment Stress. In R.M. Paige (Ed). Cross-cultural orientation. New conceptualizations and applications. Lanham MD: University Press of America.

Do I Use the N-word?


(Or, at least I try very hard not to, if we’re being honest.)

I refrain from using the “nuclear bomb of racial epithets”, but perhaps not for the reasons you think. This whole topic, of which I walk a tightrope just writing about, brings up the classic question: Who can use the N-word?

The N-word has become ubiquitous in today’s lexicon, not so much as in print (see the word’s results in Google’s Ngram), but certainly in pop culture, and in the occasional self-destructive slip by non-Black, well-meaning or not, politicians, celebrities, athletes, or others who find themselves at the center of a firestorm of backlash. I have little sympathy for these folks, for they should know the destructive power and historical baggage of the word, even if many (i.e. White) have become desensitized to the word. Ignorance is no excuse.

I have recently needed to come up with a concerted stance on the word, prompted by my teenage children, who have undoubtedly heard it outside of the home, and are already questioning its meaning. (Plus, there is a whole genre of hip-hop I want to expose them to!)

I think it’s best to start with a scholarly briefing of the N-word, including its history. Go promptly to Randall Kennedy’s seminal article: “Who Can Say Nigger? And Other Considerations”. Suffice to say, this article changed my thinking. In fact, it hit me with a brick. Dr. Kennedy does not paint a clear path forward to a “yes” or “no” platform. Rather, he gives the reader a history of the word, illustrates its power to dehumanize and destroy, but also legitimizes a case for its use for artistic pursuits (for some, not all people). The responsibility comes back squarely onto the reader to determine his or her own stance.

It should not be surprising that comedians offer us a way to make sense of the word (and a safe place to do so). Try this famous SNL skit on the power of the N-word, from Chevy Chase and Richard Pryor. Or, this more contemporary analysis from Chris Rock.

In the end, I choose to not use the N-word, in print or verbally, because I do not want to perpetuate the use of the word in our language, and I most certainly do not want to unwittingly unleash the destructive, historical power of the word on anyone around me. Nor do I have the credibility to validate its use in artistic expression (I am highly inartistic)–I most certainly don’t want to become this White guy. So, while the N-word can never, and perhaps should never, be eradicated from the English language, I will play my part in not perpetuating it. What will you do?